An Activity-Theoretical Approach to Teacher Professional Development in Pedagogical AI Agent Design

TL;DR

This study investigates why teachers disengage from AI agent creation after professional development and demonstrates that systemic redesign based on Activity Theory and Self-Determination Theory can improve engagement.

Contribution

It introduces a CHAT-SDT diagnostic framework that identifies systemic contradictions as key to addressing teacher disengagement in AI pedagogical tool development.

Findings

87% of teachers ceased creating within three weeks despite training

Systemic contradictions cause psychological need frustration

Redesign based on CHAT and SDT improved capacity and willingness

Abstract

This two-cycle formative intervention study examined why teachers disengage from AI agent creation after professional development - a low engagement paradox - and tested whether systemic redesign could address it. Cycle 1 (N=218) revealed that despite completing comprehensive TPD, 87 percent of teachers ceased creating within three weeks, with behavioral tracking and interview analysis identifying systemic contradictions as the source of psychological need frustration rather than capacity deficits. Cycle 2 (N=26) implemented Cultural-Historical Activity Theory and Self-Determination Theory - driven redesign directly targeting diagnosed contradictions, achieving synchronized enhancement of both capacity and willingness. The findings reframe implementation failure as a rational response to need-thwarting systems and offer a replicable CHAT - SDT diagnostic framework for transformative professional development.